Cognitive Behavior Interventions

Running Head: COGNITIVE BEHAVIORAL INTERVENTIONS

Cognitive Behavioral Interventions

LaRissa Newman

SPE 357

February 10, 2013

Professor Burrell

Self-management, self-instruction, self-evaluation, and self-control training all have a commonality. There are used in Cognitive Behavioral Intervention. This paper discusses the Cognitive Behavioral Intervention strategy, its procedures, effectiveness and its limitations.

Thoughts, emotions and behaviors are all intertwined. For instance, cognitive activity impacts behavior and can be observed and changed; preferred behavior change can be stimulated through cognitive change. Cognition is an important aspect of emotion. Emotion is also linked to behavioral tendency. Emotions impact our thoughts and behaviors through a range of social and personal situations (Clore, Schwarz, & Conway, 1994; Holmes & Anthony, Morris & Keltner, 2000; Zeelenberg & Pieters, 2005).

Emotions like automatic responses impact behaviors. The feelings we have sometimes stimulate the brains processing of specific information in a certain way. The result is the actions are often impulsive and behavior is counter-productive and possibly even destructive.

Manipulating the information a person receives directly influences their behaviors, thoughts, and emotions in a powerful way as well. Control just one of these aspects of self or the information they receive, and it becomes much easier to control the whole individual. When teachers use Cognitive Behavioral Interventions (CBI), including self- instruction, self-evaluation, and self-control they attempt to instill in students the skills necessary to control their behavior by teaching them how to regulate their thoughts and beliefs.

The lack of the ability to directly self-regulate emotional situations is also applicable. The feedback theory, states that emotion serves as an inner mechanism to reward and punish behaviors. This function would be challenged if an...